Diskursus Politik Kebijakan Pendidikan Dalam Tes Kemampuan Akademik: Antara Kepentingan Stakeholder Dan Rekonfigurasi Akuntabilitas Pendidikan

Abstract

This article examines the political discourse of education policy in the Academic Ability Test (TKA), highlighting the policy rationale, stakeholder interests, and the reconfiguration of educational accountability. The issues raised stem from questions about how the TKA legitimacy narrative is constructed, which actors' interests emerge, and how the TKA changes accountability relations within the education system. This article utilizes a qualitative approach through literature and document studies, then applies thematic analysis to identify narrative patterns and dominant themes. The review reveals that the state frames the TKA as a technocratic solution through narratives of quality, objectivity, and standardization. However, this narrative tends to minimize the risks of capacity imbalances and the opportunity for functional shifts to high-stakes testing. Findings also indicate that central actors emphasize standardized control and data comparability, while regions, schools, teachers, and families articulate conditional support influenced by resource availability, implementation burdens, and reputational concerns. This study concludes that the TKA operates as a governance instrument that strengthens vertical accountability and opens up informal consequences through the use of results beyond the policy's original intent.